What is the global economy? How has it changed? How does it impact domestic and international politics? How do domestic and international politics shape the path of globalization? Is there even a path or is globalization subject to random unpredictable events? These are some of the central questions addressed in this course.

During the recent meeting of the World Trade Organization in Seattle, thousands of protesters gathered to voice their anger over what they perceived as the undemocratic exercise of corporate power. Many argued that under the guise of free trade the WTO was developing a trade system that threatened the environment, workers and the ability of local and domestic governments to represent citizens. At the same time, many liberals including President Bill Clinton, Al Gore and Bill Bradley argue that free trade helps workers in all countries by encouraging economic growth and freeing citizens from the capricious actions of anti-democratic governments. This is a simplistic dichotomous picture often presented in the popular press. Globalization, however, is more complicated and interesting than this. Moreover, capitalist economic systems are highly diverse and the impact of economic globalization is likely to reflect those differences.

In this course we move beyond a simplistic account to consider closely what globalization is, how it is likely to affect domestic state-societal arrangements, and what the challenges are in governing a global economic system. The course is divided into three sections. The course begins in Section I with a theoretical and historical overview of globalization. In addition, we will spend time on some basic definitions and concepts. Section II considers the varieties of capitalism. That is, how different advanced industrial countries govern their economies differently. And finally, Section III takes up the challenges associated with governing a global economy. To make it interesting, we'll consider the specific case of governing the internet and cyberspace.

NB: While many of the issues raised in this course apply to all countries, the primary focus here is on advanced industrial countries.

Seminar Style and Thoughts on Participation

This course will be part lecture and part discussion. Some classes will include a small amount of lecture material elaborating on specific themes from the readings. For this format to work, students must come to class prepared. At a minimum, the week's readings must be completed before we meet. To facilitate (and democratize) discussion, I also ask that you come to class with at least one question regarding the readings. These questions will be collected but not graded, however, they will be factored into your participation grade. If you have ideas you want to discuss in between class periods, I also invite you to send me e-mail or come to my office hours.

I perceive my role in class discussion as pushing the class toward critical evaluation of the texts. I may often challenge the positions students offer in class because I want you to defend them to the fullest rather than because I disagree with the position you are taking, and certainly not because I dislike you personally. At times this may seem uncomfortable but I believe it to be pedagogically useful. I am more interested in helping you to grow in your analytical abilities than helping you to arrive at some pre-ordained position (like mine). I may call on you to offer your ideas on a topic. This is not a sadistic act of hazing on my part. I like to hear from everyone and often "I don’t know" is a perfectly acceptable response. You should not regard it as a performance test. In my experience students who do not volunteer their thoughts have much to offer the class. I also have concluded that students often do not think they know the answer or have an opinion until they are called upon to give one, and surprise themselves. Finally, I believe that I can only be an effective teacher if I know what you are thinking and where you are struggling with the material or argument. I welcome your thoughts regardless of whether they are the perfectly constructed answer to the question because they help me to focus the class discussion in a way that will be most helpful to learning.